Elementary Library

Best Practices in Elementary Library

Reading Aloud This curriculum has many opportunities to read aloud to students. Reading aloud grows vocabulary, models fluency, and exposes students to multiple text structures and literary elements. Additionally, it’s fun! While texts are suggested in each lesson plan, Library Instructional Technicians may choose other appropriate materials to suit individual student needs with the following guidelines. ●​ Texts teach Utah Library Media Core standards ●​ Texts are developmentally appropriate for their audience (see Read-Aloud Guidelines) ●​ Texts feature a wide array of characters, subjects, and themes ●​ Nonfiction texts are accurate and engaging ●​ Texts adhere to the Instructional Materials Policy When reading aloud to students: ●​ Ensure students can see the book. Hold the book open out to the side of your body, use a document camera, pan the book, or walk across the room with the book. ●​ Ensure students can hear. Use a clear, strong voice ideally with a teacher microphone. Any ●​ Support student interaction with the text through movement, choral participation, and discussion. Students, particularly in lower grades, should not be expected to be silent and still through an entire book. See Read-Aloud Guidelines Technology Library learning requires access to technology and online resources. Technology in a library is akin to measuring cups, knives and mixing bowls in a kitchen. The majority of adult reading and research takes place in an online environment. We begin to support critical thinking, information seeking, information literacy, and media literacy in those same environments in elementary school. This may look like the use of audio-visual technology during lessons. Additionally, during specific lessons in library, students in third through fifth grade should be given access to their assigned chromebooks to utilize these resources and master library skills. voices or sound effects should still be coherent. ●​ Pacing should be neither too fast nor too slow.

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